Zeitschriftenartikel: „Motor ability in children“

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Mandal., Dr SandipKr. „GENDER DIFFERENCES IN MOTOR ABILITY OF CHILDREN.“ International Journal of Advanced Research 4, Nr. 12 (31.12.2016): 1371–73. http://dx.doi.org/10.21474/ijar01/2532.

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Bonifacci, Paola. „Children with low motor ability have lower visual-motor integration ability but unaffected perceptual skills“. Human Movement Science 23, Nr. 2 (September 2004): 157–68. http://dx.doi.org/10.1016/j.humov.2004.08.002.

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Tepe, Zehra Gozel. „Determining the Motor Ability Levels of the Preschool Children“. Journal of Education and Learning 9, Nr. 3 (27.04.2020): 73. http://dx.doi.org/10.5539/jel.v9n3p73.

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In this study, it was aimed to investigate the motor ability levels of the preschool children. The sampling of the study consisted of 46 children (22 girls, 24 boys) between the ages of 5-6. Kindergarten Mobile Test (KiMo) was used in determining the motor ability levels of the children. The test consisted of 5 subtests. These were; the shuttle run, standing long jump, one leg stand, flexibility and lateral jumping. Descriptive statistics were used to identify the average, frequency and percentage distributions regarding the motor abilities of the children. The children achieved average and below-average scores at all age groups in the shuttle run, standing long jump, one leg stand, flexibility and lateral jumping and they were incompetent in coordination, endurance and speed as basic motor abilities. As a result, it was determined that the motor abilities of the preschool children were low as of the early years. Performing activities that involve motor abilities inside and outside the school for the preschool children, who spend most of the day in narrow locations with limited movement areas, would support their healthy development in physical, mental and social terms.

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Carroll, James L., Gerald B. Fuller und Katherine E. Lindley. „Visual-Motor Ability of Children with Articulation Disorders“. Perceptual and Motor Skills 69, Nr. 1 (August 1989): 32–34. http://dx.doi.org/10.2466/pms.1989.69.1.32.

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The present study was done to assess differences between children with diagnosed functional articulation disorders and a control group on the variable of visual-motor ability. A group of 34 elementary children with articulation problems were matched with a control group of 34 for sex, age, and grade. Both groups were administered the Goldman-Fristoe Test of Articulation and the Minnesota Percepto-Diagnostic Test—Revised. Analysis indicated that children with articulation problems performed significantly lower on visual-motor skills.

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Fewell, R., R. M. Rine, D. Landau, J. Spiegelman und D. Weinstock. „MOTOR ABILITY OF CHILDREN PRENATALLY EXPOSED TO COCAINE“. Pediatric Physical Therapy 9, Nr. 4 (1997): 194. http://dx.doi.org/10.1097/00001577-199700940-00022.

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Higashionna, Takuya, Ryoichiro Iwanaga, Akiko Tokunaga, Akio Nakai, Koji Tanaka und Goro Tanaka. „The Relationship between Motor Coordination Ability, Cognitive Ability, and Academic Achievement in Japanese Children with Autism Spectrum Disorder and Attention Deficit/Hyperactivity Disorder“. Brain Sciences 12, Nr. 5 (21.05.2022): 674. http://dx.doi.org/10.3390/brainsci12050674.

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Motor coordination abilities are related to cognitive abilities and academic achievement in children with neurodevelopmental disorders. However, the similarities and differences of these relationships in children with autism spectrum disorder (ASD) and attention deficit/hyperactivity disorder (AD/HD) have not been explored. The purpose of this study was to investigate the relationship between motor coordination abilities, cognitive abilities, and academic achievement in Japanese children with ASD and AD/HD. Participants included 20 children with ASD, 20 children with AD/HD, and 20 typically developing children, matched for age and gender. Their motor coordination abilities were assessed with the Movement Assessment Battery for Children-2 (MABC-2). Furthermore, cognitive ability and academic achievement were assessed with the Kauffman Assessment Battery for Children-II (K-ABCII). Results demonstrated that the MABC-2 Total score significantly correlated with the K-ABCII Simultaneous processing, Planning, Total cognitive ability, Writing and Arithmetic scores in children with ASD. However, in children with AD/HD, there was no significant correlation between MABC-2 and K-ABCII subscale scores. The results of this study indicated that the relationship between motor coordination ability, cognitive ability, and academic achievement differs between ASD and AD/HD. This difference might indicate the non-similarity of neurological characteristics and encourage consideration for an approach that accommodates the features of neurodevelopmental disorders in children.

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Oja, Leila, und Toivo Jürimäe. „Physical Activity, Motor Ability, and School Readiness of 6-Yr.-Old Children“. Perceptual and Motor Skills 95, Nr. 2 (Oktober 2002): 407–15. http://dx.doi.org/10.2466/pms.2002.95.2.407.

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The aim of this investigation was to study the relationships between physical activity, motor ability, and school readiness in 6-yr.-old children. In total, 294 healthy children from Tartu were studied (161 boys and 133 girls). The physical activity of children was reported by parents and teachers using the questionnaire of Harro. The motor ability of children was evaluated using various tests from the Eurofit test battery as well as the 3-min. endurance shuttle run test. The Controlled Drawing Observation test was used as a predictor of school readiness and development of mental abilities. Indoor physical activities predicted 19–25% of total variance in motor scores for these preschool children. Motor ability tests, which demand children's total attention and concentration, appear related to the chosen measures of school readiness.

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Tonetti, Lorenzo, Alicia Carissimi, Marco Fabbri, Marco Filardi, Sara Giovagnoli, Monica Martoni und Vincenzo Natale. „Validity of the Perceived Physical Ability Scale for Children: An Actigraphic Study“. International Journal of Environmental Research and Public Health 18, Nr. 22 (12.11.2021): 11900. http://dx.doi.org/10.3390/ijerph182211900.

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This study aimed to provide evidence of the validity of the Perceived Physical Ability Scale for Children against an external-objective criterion of the 24 h motor activity pattern assessed through actigraphy. A total of 107 children (60 females; mean age 10.25 ± 0.48) were originally enrolled. Children wore the actigraph model Actiwatch AW64 (Cambridge Neurotechnology Ltd., Fenstanton, UK) for seven days, 24 h per day, around the non-dominant wrist. At the beginning of the actigraphic recording, participants filled in the Perceived Physical Ability Scale for Children. Functional Linear Modeling was used to examine variation in the 24 h motor activity pattern according to the total score in the Perceived Physical Ability Scale for Children. Higher physical self-efficacy was significantly related to greater levels of motor activity in the afternoon. Overall, this pattern of results supports the validity of the Perceived Physical Ability Scale for Children against the external-objective criterion of the 24 h motor pattern. The Perceived Physical Ability Scale for Children could represent a promising endpoint for studies assessing the effectiveness of physical activity promotion interventions.

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Liao, Hua-Fang, und Ai-Wen Hwang. „Relations of Balance Function and Gross Motor Ability for Children with Cerebral Palsy“. Perceptual and Motor Skills 96, Nr. 3_suppl (Juni 2003): 1173–84. http://dx.doi.org/10.2466/pms.2003.96.3c.1173.

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To investigate the relations between the balance function and gross motor ability, we recruited 15 children with cerebral palsy from 5 to 12 years in age. Balance function was tested by the Smart Balance Master System and by clinical tests. The Motor Age test was used to test gross motor ability. Analysis showed that postural stability in eyes open, eyes closed, and swaying vision conditions (visual surrounding swaying with body sway), the duration of one leg standing, and the duration of maintaining a heel-to-toe position were significantly correlated with gross motor ability. Postural stability in the eyes-closed condition was the best predicting factor and could explain 64% of the variability of gross motor ability. Whether the training of postural stability in eyes-closed condition can improve the gross motor function needs further study.

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Sargisson, Rebecca J., Cheniel Powell, Peter Stanley und Rosalind de Candole. „Predicting Motor Skills From Strengths and Difficulties Questionnaire Scores, Language Ability, and Other Features of New Zealand Children Entering Primary School“. Australian Educational and Developmental Psychologist 31, Nr. 1 (23.04.2014): 32–46. http://dx.doi.org/10.1017/edp.2014.1.

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The motor and language skills, emotional and behavioural problems of 245 children were measured at school entry. Fine motor scores were significantly predicted by hyperactivity, phonetic awareness, prosocial behaviour, and the presence of medical problems. Gross motor scores were significantly predicted by the presence of medical problems. The fine motor scores of Māori children were poorer than those of Pākekā or children of other ethnicities, and right-handed children had better fine motor scores than left-handed children. There was some evidence that left-handed boys performed particularly poorly on tasks requiring fine motor skills. Children with medical problems had poorer gross motor scores than children without medical problems. Implications for the identification of problems at school entry are discussed.

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Smits-Engelsman, B. C. M., A. S. Niemeijer und G. P. van Galen. „Fine motor deficiencies in children diagnosed as DCD based on poor grapho-motor ability“. Human Movement Science 20, Nr. 1-2 (März 2001): 161–82. http://dx.doi.org/10.1016/s0167-9457(01)00033-1.

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KUNIEDA, Kazumi, und Takaaki NIWA. „Examination of the Motor Ability of Children with Down's Syndrome“. Japanese Journal of Sport Education Studies 8, Nr. 1 (1988): 33–49. http://dx.doi.org/10.7219/jjses.8.33.

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Bugler, Kate E., Mark S. Gaston und James E. Robb. „Distribution and motor ability of children with cerebral palsy in Scotland: a registry analysis“. Scottish Medical Journal 64, Nr. 1 (18.10.2018): 16–21. http://dx.doi.org/10.1177/0036933018805897.

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Background and aims Cerebral palsy is the commonest long-term physical disability in children with a prevalence of between 1.77 and 2.11/1000 live births. In 2013, the Cerebral Palsy Integrated Pathway Scotland (CPIPS) surveillance programme was introduced in all 14 Health Boards in Scotland and provides a standardised musculoskeletal examination of the spine and lower limbs. The purpose of this study was to report the prevalence, subtypes, motor classification and motor ability of children with cerebral palsy in Scotland. Methods and results The family/carer’s postal address, the child’s neurological classification, motor subtypes, Gross Motor Functional Classification (GMFCS) Level and Functional Mobility Scale of 1972 children at first registration in CPIPS 2013–2018 were analysed. Their mean age at first assessment was 7.6 years. There was an overall prevalence of cerebral palsy in Scotland of 2.02/1000. GMFCS levels and Functional Mobility Scale data and prevalence were reported by Health Board and were comparable to that reported elsewhere. Conclusion For the first time, data are available on the motor abilities of the total population of children with cerebral palsy in Scotland. This information will be highly relevant to resource management of current and future motor needs of these children.

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Hardasari, Resta, und Diana Diana. „The Application of Taiso Radio Gymnastic in Improving Gross Motor Ability of Children Aged 5-6 Years“. BELIA: Early Childhood Education Papers 9, Nr. 1 (22.06.2020): 34–39. http://dx.doi.org/10.15294/belia.v9i1.30309.

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The objective of this study was to obtain the data on the improvement of gross motor ability of children aged 5-6 years with taiso radio gymnastics. This research was included in the experimental research type. The population in this study were children aged 5-6 years at RA Diponegoro Kertanegara, Purbalingga. The respondents in this study were 33 children. The method of data collection in this study was the observation instrument of gross motor ability of children aged 5-6 years. Then the method of data analysis used were descriptive and hypothesis testing with Paired Sample t-Test. The results of this study indicated that the gross motor ability of children aged 5-6 years after being given treatment which was in the form of Taiso Radio gymnastics from an average of 92.91 to an average of 106.48. This was given a pretest treatment of gross motor ability of children aged 5-6 years in the fair category with a percentage index of 12.12% and a good category with a percentage index of 87.88%. After being given treatment (posttest) there was an increase in gross motor ability of children aged 5-6 years into a good category with a percentage index of 81.81% and a very good category with an achievement index of 18.19%. Therefore, taiso radio exercise is effective in increasing gross motor ability of children aged 5-6 years. Based on the results of the Paired Sample t Test calculation, the researcher obtained values -table > count > table, which was (-14.544 < -2.036 or 14.544 > 2.036), with sig = 0,000, so that was rejected and was accepted. It meant that there were differences in the gross motor ability of children aged 5-6 years after being applied to Taiso Radio gymnastics. The difference can be seen from the value of sig 2 tailed <0.005 which was 0,000.

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Jung, Jin-hwa, und Ga-hye Min. „Comparison of the effects of physical play and block play on young children's motor ability cognitive ability, sociality and spatial ability“. Korean Association For Learner-Centered Curriculum And Instruction 22, Nr. 19 (15.10.2022): 199–216. http://dx.doi.org/10.22251/jlcci.2022.22.19.199.

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Objectives The purpose of this study was to compare the effects between physical play and block play on young children’s motor ability, cognitive ability, sociality, and spatial ability. Methods Thirty young children were included in this study as the subjects, and their average age was 57.76 (SD=3.31) months. Experimental group1 and experimental group2 were selected randomly. Experimental group1 was applied in physical play and Experimental group2 was applied in block play for 4weeks. ‘Motor Proficiency Test for Young Children,’ ‘K-WIPPSI-Ⅳ’, ‘The Bronson Social and Task Skill Profile’, ‘Children’s mathematical ability test(spatial ability)’ were used in collection of data, and t-test for analyzing them. Results As the results, the scores of the physical play group's motor activity and sociality were significantly higher than the scores of the block play group. On the other hand, there was no significant difference between the two groups in overall cognitive ability, but it was found that the physical play group significantly improved than the block play group in verbal comprehension, fluid reasoning, and working memory, which are sub-area of cognitive ability. There was no significant difference between the two groups in the overall spatial ability, but it was found that the block play group significantly improved than the physical play group in the figure comprehension, a sub-area of the spatial ability. Conclusions The results of this study showed that physical play was more effective than block play in enhancing motor ability, sociality, and cognitive ability. It was found that block play enhances children's spatial ability more effectively than physical play. This reveals that children's physical play and building play were positive for children's development, and suggests that there is more effective play in a specific developmental area.

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Sudaryanti, Endang Tri, Kusniati Nursika Sahara und Rohmalina Rohmalina. „MENINGKATKAN MOTORIK KASAR USIA PRASEKOLAH MELALUI GERAKAN TARI PADA KELOMPOK B TK NURANI“. CERIA (Cerdas Energik Responsif Inovatif Adaptif) 1, Nr. 3 (31.07.2018): 48. http://dx.doi.org/10.22460/ceria.v1i3.p48-51.

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This research is aimed at increasing rough motor on early childhood. At early childhood, There are a lot of developmental aspects that must be stimulated and one of this is the rough motor movement. Children’s rough motor movement is the ability of children in moving using big muscles. Nowadays there are schools that focused more on the smooth motor movement such as writing, cutting and others that is due to factors of parents and demands of calistung (reading, writing, and counting) to enter the basic education unit. Rough motor movements become abandoned, but researcher intended to increase children’s motor movement, not only in smooth motor movement but also rough motor movement. One of the activity to increase children’s rough motor movement is through dance activities for childrens. Through this dance movement, children’s rough motor movement can be stimulated and children is given varied instruction, not only doing basic movements such as jumping, running and others but the childrens are also able to perform other dance movements accompanied with music. Therefore children is not only learning but also able to recognize fun dance movements.

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Hung, Chiao-Ling, Yu-Kai Chang, Yuan-Shuo Chan, Chia-Hao Shih, Chung-Ju Huang und Tsung-Min Hung. „Motor Ability and Inhibitory Processes in Children With ADHD: A Neuroelectric Study“. Journal of Sport and Exercise Psychology 35, Nr. 3 (Juni 2013): 322–28. http://dx.doi.org/10.1123/jsep.35.3.322.

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The purpose of the current study was to examine the relationship between motor ability and response inhibition using behavioral and electrophysiological indices in children with ADHD. A total of 32 participants were recruited and underwent a motor ability assessment by administering the Basic Motor Ability Test-Revised (BMAT) as well as the Go/No-Go task and event-related potential (ERP) measurements at the same time. The results indicated that the BMAT scores were positively associated with the behavioral and ERP measures. Specifically, the BMAT average score was associated with a faster reaction time and higher accuracy, whereas higher BMAT subset scores predicted a shorter P3 latency in the Go condition. Although the association between the BMAT average score and the No-Go accuracy was limited, higher BMAT average and subset scores predicted a shorter N2 and P3 latency and a larger P3 amplitude in the No-Go condition. These findings suggest that motor abilities may play roles that benefit the cognitive performance of ADHD children.

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Müller, Jan, Milka Pringsheim, Andrea Engelhardt, Juliana Meixner, Martin Halle, Renate Oberhoffer, John Hess und Alfred Hager. „Motor training of sixty minutes once per week improves motor ability in children with congenital heart disease and retarded motor development: a pilot study“. Cardiology in the Young 23, Nr. 5 (21.11.2012): 717–21. http://dx.doi.org/10.1017/s1047951112001941.

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AbstractObjectiveDelay and impairment of motor development is reported in patients with congenital heart disease. This pilot study addressed the feasibility and effect of a low-dose motor training programme of 60 min once per week on motor ability in preschool children with congenital heart disease.Patients and methodsIn all, 14 children – including four girls, in the age group of 4–6 years – with various types of congenital heart disease performed the motor developmental test MOT 4–6 before and after 3 months of a playful exercise programme of 60 min once a week.ResultsAt baseline, the motor quotient ranged from normal to slightly impaired (median 92.0; Quartile 1: 83.75; Quartile 3: 101.25). After intervention, motor quotient did not change significantly for the entire group (95.0 (88.0, 102.5); p = 0.141). However, in the subgroup of nine children with retarded motor development at baseline (motor quotient lower 100), seven children had an improved motor quotient after 3 months of intervention. In this subgroup, motor quotient increased significantly (p = 0.020) by 5%.ConclusionsOverall, a short intervention programme of 60 min only once a week does not improve motor ability in all children with congenital heart disease. However, those with retarded motor development profit significantly from this low-dose intervention.

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Ibana, Melvin, und Priscila Caçola. „Association Between Motor Ability and Handwriting Performance in Children With Probable Developmental Coordination Disorder“. Journal of Motor Learning and Development 4, Nr. 1 (Juni 2016): 1–15. http://dx.doi.org/10.1123/jmld.2015-0019.

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Handwriting is a core deficit in children with developmental coordination disorder (DCD). Fifty children were tested with the Movement Assessment Battery for Children, Second Edition; Bruininks-Oseretsky Test of Motor Proficiency, Short Form; Evaluation Tool of Children's Handwriting (ETCH); McMaster Handwriting Assessment Protocol; and Beery-Buktenica Test of Visual–Motor Integration (Beery–VMI–6). The results showed significant differences in components of the ETCH between groups (p < .05) and significant relationships between handwriting (ETCH and Beery–VMI–6) and motor ability measures (r > .30). We conclude that the ETCH and the Beery–VMI–6 are sensitive measures of handwriting ability for children with probable DCD, but more research is needed to identify a gold-standard assessment for evaluating handwriting in this population.

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Martinez, S. „The relationship between cognition and motor performance in children with different levels of motor ability“. Archives of Clinical Neuropsychology 15, Nr. 8 (November 2000): 789. http://dx.doi.org/10.1016/s0887-6177(00)80254-1.

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Martinez, S., B. Giordani, K. Ryan, J. Ashton-Miller und H. Polatajko. „The relationship between cognition and motor performance in children with different levels of motor ability“. Archives of Clinical Neuropsychology 15, Nr. 8 (01.11.2000): 789. http://dx.doi.org/10.1093/arclin/15.8.789.

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Giles, Oscar T., Katy A. Shire, Liam J. B. Hill, Faisal Mushtaq, Amanda Waterman, Raymond J. Holt, Peter R. Culmer, Justin H. G. Williams, Richard M. Wilkie und Mark Mon-Williams. „Hitting the Target: Mathematical Attainment in Children Is Related to Interceptive-Timing Ability“. Psychological Science 29, Nr. 8 (10.07.2018): 1334–45. http://dx.doi.org/10.1177/0956797618772502.

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Interceptive timing is a fundamental ability underpinning numerous actions (e.g., ball catching), but its development and relationship with other cognitive functions remain poorly understood. Piaget suggested that children need to learn the physical rules that govern their environment before they can represent abstract concepts such as number and time. Thus, learning how objects move in space and time may underpin the development of related abstract representations (i.e., mathematics). To test this hypothesis, we captured objective measures of interceptive timing in 309 primary school children (5–11 years old), alongside scores for general motor skill and national standardized academic attainment. Bayesian estimation showed that interceptive timing (but not general motor capability) uniquely predicted mathematical ability even after we controlled for age, reading, and writing attainment. This finding demonstrates that interceptive timing is distinct from other motor skills with specificity in predicting childhood mathematical ability independently of other forms of attainment and motor capability.

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Goda, Akio, Teppei Abiko, Shin Murata, Atsuko Kubo, Shinichi Tanaka, Nozomi Mitsumaru, Koji Nonaka et al. „Relationship between locomotive syndrome development and motor imagery ability in children“. Japanese Journal of Health Promotion and Physical Therapy 10, Nr. 4 (28.01.2021): 183–88. http://dx.doi.org/10.9759/hppt.10.183.

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SEKIYA, Takeshi. „Physique and Motor Ability of School Children in Republic of Honduras.“ Annals of physiological anthropology 13, Nr. 4 (1994): 205–12. http://dx.doi.org/10.2114/ahs1983.13.205.

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Choi, Ji Yeon, und Julie Lee. „Physical Activities Using Korean Dance and Motor Ability in Young Children“. Korean Journal of Child Studies 33, Nr. 6 (31.12.2012): 21–34. http://dx.doi.org/10.5723/kjcs.2012.33.6.21.

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Asakawa, Atsushi, Taro Murakami und Shinichiro Sugimura. „Effect of fine motor skills training on arithmetical ability in children“. European Journal of Developmental Psychology 16, Nr. 3 (04.10.2017): 290–301. http://dx.doi.org/10.1080/17405629.2017.1385454.

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Seyhan, S., und H. Kayihan. „Differentiation of motor planning ability in normal and learning-disabled children“. Clinical Rehabilitation 7, Nr. 2 (Mai 1993): 119–23. http://dx.doi.org/10.1177/026921559300700205.

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Oja, Leila, und Toivo Jürimäe. „Assessment of motor ability of 4- and 5-year-old children“. American Journal of Human Biology 9, Nr. 5 (1997): 659–64. http://dx.doi.org/10.1002/(sici)1520-6300(1997)9:5<659::aid-ajhb12>3.0.co;2-l.

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Jia, Weihua, und Jinghong Xie. „IMPROVEMENT OF THE HEALTH OF PEOPLE WITH AUTISM SPECTRUM DISORDER BY EXERCISE“. Revista Brasileira de Medicina do Esporte 27, Nr. 3 (September 2021): 282–85. http://dx.doi.org/10.1590/1517-8692202127032021_0081.

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ABSTRACT Introduction Autism Spectrum Disorder (ASD) is a typical neurological development disorder of the brain, exhibiting social communication and communication disorders, narrow interests, and repetitive, stereotyped behaviors. Movement development is an important evaluation index for the development of early motor function in children, so exercise intervention in children with ASD is of great significance. Objective This article conducts exercise intervention on children with ASD to stimulate their exercise ability and improve their self-care ability. Methods The article randomly grouped 24 children with an autism spectrum disorder. The experimental group received exercise intervention, and the control group had regular classes. After the experiment is completed, the influence of exercise intervention on children with autism is analyzed. Results The motor skills of the two groups of children were different after the intervention. The motor skills of the experimental group improved more significantly. Conclusion Exercise intervention can significantly improve the motor skills of children with an autism spectrum disorder. To evaluate whether the large-muscle motor skill learning of children with ASD and its influence on basic motor skills can be transferred to provide a reference for related motor intervention. Level of evidence II; Therapeutic studies - investigation of treatment results.

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Yu, Jane Jie, Chia-Liang Tsai, Chien-Yu Pan, Ru Li und Cindy Hui-Ping Sit. „The Relationship Between Physical Activity and Inhibition in Children With and Without Motor Impairments“. Journal of Physical Activity and Health 17, Nr. 11 (01.11.2020): 1118–24. http://dx.doi.org/10.1123/jpah.2020-0091.

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Background: To examine the relationship between physical activity (PA) and inhibition in boys and girls with motor impairments compared with children with typical development. Methods: The participants were 58 (26 motor impairments and 32 typical development) children aged 7–12 years who met the inclusion criteria. PA was assessed using accelerometers for 7 consecutive days. The time spent in PA of different intensity levels (light, moderate, and vigorous) were analyzed for weekdays and weekends. Using a visuospatial attention paradigm, inhibition was evaluated by the difference in reaction time between invalid and valid cue conditions. Generalized linear mixed models were used to determine the associations of inhibition with PA and motor ability by sex. Results: Boys and children with typical development had shorter reaction times in inhibition than girls (P < .001) and children with motor impairments (P < .05), respectively. Motor ability (b = 189.98) and vigorous PA on weekdays (b = −43.18) were significant predictors of inhibition in girls only. Conclusions: The results indicate a positive relationship between vigorous PA (on weekdays) and inhibition in children (girls), moderated by sex and motor ability. Effective interventions that promote vigorous PA for children both in and out of school should be designed to foster their executive function development.

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Trisnowiyanto, Bambang, und M. Mudatsir Syatibi. „DIFFERENCES INFLUENCE OF AQUATIC THERAPY AND NEURO DEVELOPMENTAL TREATMENT ON THE MOTOR FUNCTIONAL DEVELOPMENT ABILITY OF CHILDREN WITH CEREBRAL PALSY“. JURNAL KEPERAWATAN DAN FISIOTERAPI (JKF) 2, Nr. 2 (30.04.2020): 165–71. http://dx.doi.org/10.35451/jkf.v2i2.413.

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Cerebral Palsy (CP) is a motor disability disorder that most commonly occurs in children so that sufferers are unable to perform functional activities independently and need special service. Aquatic therapy and neuro developmental are interventions of physical therapy to help improve the motor functional development ability. The purpose of research is to find out the difference between aquatic therapy and neuro developmental treatment on the motor functional development ability of children with cerebral palsy. The type of research is quasi-experimental research with a pretest and posttest design. The subject of the research is the cerebral palsy community in Yogyakarta, namely Wahana Keluarga Cerebral Palsy (WKCP). The mann-whitney test use to test the hypothesis statistically.The results are difference in influence from aquatic therapy and neuro developmental treatment on the motor functional development ability of children with cerebral palsy, especially in the dimension of sitting, crawling and kneeling, standing, walking, running and jumping, and not for dimension of supine and prone. The conclusion is aquatic exercise is more influential on the motor functional development ability of children with cerebral palsy compared to neuro developmental treatment.

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Gempita, Valentine Aqwarinna, Bustomi Arifin, Ida Ayu Puspita Sari, Rosyidatun Nafisah und Rellista Yulianti Putri. „Edu Fun Dancing dan Perkembangan Fisik Motorik Kasar AUD Sebagai Dukungan Literasi Kebudayaan“. EDUCULTURAL: International Journal of Education, Culture and Humanities 1, Nr. 2 (28.02.2019): 21–25. http://dx.doi.org/10.33121/educultur.v1i2.32.

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There are 6 developmental aspects that need to be developed in early childhood education. These aspects play an important role in developing growth and intelligence in children. One of them is physical motor which is an element of maturity and control of body movements. In this development there are two skills, namely gross motor skills and fine motor skills. Rough motorisation begins with playing which is a rough movement that matches the stages of its development. While fine motors in children includes the child's ability to show and master muscle movements. As early childhood educators, we try to develop children's motor skills through fun and not boring ways. In addition, the purpose of this study is to support traditional culture literacy from an early age.

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Puderbaugh, Janet K., und Anne G. Fisher. „Assessment of Motor and Process Skills in Normal Young Children and Children with Dyspraxia“. Occupational Therapy Journal of Research 12, Nr. 4 (Juli 1992): 195–216. http://dx.doi.org/10.1177/153944929201200401.

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This study was designed to examine the validity and reliability of the Assessment of Motor and Process Skills (AMPS) as a measure of praxis in young children. The subjects were 22 children, 12 to 54 months old. Fifteen were typically developing children, while seven were suspected of having developmental dyspraxia. Each of the subjects was observed in various play tasks, and performance was rated for qualitative aspects of motor and process skills using the AMPS. The children with suspected developmental dyspraxia had lower ability on measures of motor and process skills than their same-age peers. In addition, validity of the assessment as a measure of praxis was suggested by fit of test items, tasks, and subjects to the measurement model. A strong positive correlation was found between age and ability for the normal children; the AMPS identified an increasing degree of skill levels as age increased. Inter-rater reliability also was high.

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Pereira, Karina, Jéssica Cristina Medeiros, Laíce Rodrigues Bernardes und Luciane Aparecida Pascucci Sande de Souza. „End-state comfort effect in manipulative motor actions of typical and atypical children: a systematic review“. Fisioterapia e Pesquisa 26, Nr. 2 (Juni 2019): 202–9. http://dx.doi.org/10.1590/1809-2950/17009426022019.

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ABSTRACT This study aimed to make a systematic review of scientific articles on the planning of manual motor actions of typical and atypical children. To do so, a search of articles published between 1996 and 2017 was done on PubMed, LILACS, Science Direct, and SciElo databases. Original articles in English and Portuguese evaluating the planning of motor actions in typical and atypical children performing manual tasks were selected. For the analysis, the population age, number of children, type of task, main results, site of study and impact of the journal were considered. From the eighteen articles found, twelve were about typical children (from nine months old to twenty years old) and six about atypical children (from three to fourteen years old) diagnosed with autism, hemiplegic cerebral palsy, and developmental coordination disorders. In nine- to ten-year-old typical children, the planning ability of manual motor actions develops over the time and is similar to that of an adult. The atypical children showed motor planning ability lower than that of the typical children, and determining the age when this planning ability is acquired was not possible.

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Harter, Natália Maass, Priscila Lopes Cardozo und Suzete Chiviacowsky. „Conceptions of Ability Influence the Learning of a Dance Pirouette in Children“. Journal of Dance Medicine & Science 23, Nr. 4 (15.12.2019): 167–72. http://dx.doi.org/10.12678/1089-313x.23.4.167.

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Conceptions of ability induced by instructions or feedback have been shown to influence motivation, reactions to failure, and learning in various populations. Few studies, however, have examined such effects on motor learning. The present study investigated the influence of conceptions of ability on the learning of a dance pirouette in 10-year-old children. Two groups of participants were given either acquirable-skill (AS) or inherent-ability (IA) instructions before they began practicing the dance skill. All participants performed 15 practice trials of a (right) pirouette in which the objective was to rotate as far as possible in a circle divided into eight equal sections, where the dependent variable was the number of sections rotated. One day later participants completed retention and transfer (left pirouette) tests, five trials of each, without ability conception instructions. The induced conceptions of ability affected children's motor learning differently, with AS participants consistently scoring higher. These results demonstrate the advantage of using acquirable versus inherent conceptions of ability to promote the learning of dance skills in particular and add to the growing body of research demonstrating the importance of socio-cognitive-affective variables in motor performance and learning generally.

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Du, Xinyi. „A Study on the Application of Music Therapy of Ocarina in The Rehabilitation Training of Autistic Children“. International Journal of Education and Humanities 6, Nr. 2 (14.12.2022): 129–40. http://dx.doi.org/10.54097/ijeh.v6i2.3659.

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In order to investigate whether the ocarina has an improvement effect on the emotional perception ability and hand fine motor ability of children with autism, this study used the ocarina music training to conduct a two-week case study on three children with autism, and the following conclusions were obtained through the observation method of follow-up measurements: practicing the ocarina can improve the ability of children with autism to manipulate hand fine motor ability and can reduce the unstable emotions of patients, but due to the training time was short, and it was not possible to judge whether there was an improvement in emotional perception ability.

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Supratti, Supratti, und Iqra S. „Development Of Motor Ability In Children With Low Birth Weight History In Mamuju District“. Jurnal Kesehatan Prima 14, Nr. 2 (17.08.2020): 85. http://dx.doi.org/10.32807/jkp.v14i2.360.

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Improving the quality of Human Resources (HR) through stimulation of growth and development in children aged under two years (0-24 months), needs to be a priority concern of parents / caregivers considering this period is called the "golden age" or golden period, because brain development is very fast at two year old baby / BADUTA. Low Birth Weight (LBW) infants are at risk of growth and development disorders if LBW treatment and stimulation of development are not optimal and continuous. The research objective was to determine the development of Baduta motor skills with a history of LBW in the Regency. Descriptive research with the Cross Sectional Study approach. The study population was all Baduta with a history of LBW in Mamuju District, Mamuju District. The sample of this study was Baduta who had a history of low birth weight birth and lived in Mamuju District. the number of samples is 28 million, using the KPSP Pre Srining Development Questionnaire (KPSP) measuring gross motor development and fine motor development. The results showed that there were still 11 baduta (39.3%) unable to do gross motor skills and 5 baduta (17.9%) unable to do fine motor skills

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Chipeeva, Nadezda, Alena Deviaterikova, Elena Glebova, Elizaveta Romanova, Alexander Karelin und Vladimir Kasatkin. „Comparison of Neurocognitive Functioning and Fine Motor Skills in Pediatric Cancer Survivors and Healthy Children“. Cancers 14, Nr. 23 (03.12.2022): 5982. http://dx.doi.org/10.3390/cancers14235982.

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Background: The late treatment outcomes of pediatric brain tumors and of hematopoietic and lymphoid tissue tumors are an important focus of both rehabilitation and research. Neurocognitive and motor disorders induce further learning problems impeding social-emotional adaptation throughout a whole lifespan. Core deficits in short-term and working memory, visuospatial constructional ability, verbal fluency, and fine motor skills underlie distorted intellectual and academic achievement. This study aimed to assess the individual differences in cognitive ability and fine motor skills of pediatric tumor survivors and the age-matched healthy controls. Methods: A total of 504 tumor survivors after treatment and 646 age-matched healthy controls underwent neurocognitive and fine motor assessments. Findings: The group of tumor survivors scored significantly worse in both neurocognitive and fine motor skill in compared with the healthy control group. The pediatric brain tumor survivors (PBT group) performed worse in cognitive (p < 0.001 for verbal fluency and p < 0.001 for visuospatial constructional ability) and motor tests (p < 0.001) compared to the healthy controls. Hematopoietic and Lymphoid Tissues tumors survivors (THL group) performed worse in verbal fluency (p < 0.01) and visuospatial constructional test (p < 0.001) compared to the control group. Furthermore, the PBT group had worse results in visuospatial constructional ability (p < 0.05) and fine motor (p < 0.001) ability than the THL group. Significant differences between females and males were found in fine motor test performance in the PBT group (p < 0.05), as well as in verbal fluency (p < 0.01) and visuospatial constructional ability (p < 0.01) in the control group. Neurocognitive and fine motor skill characteristics in the THL group did not correlate with age.

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Wati, Isti Dwi Puspita, Woro Kushartanti und Joko Susilo. „Kemampuan motorik kasar siswa sekolah dasar penderita obesitas“. Jurnal Gizi Klinik Indonesia 8, Nr. 2 (01.10.2011): 87. http://dx.doi.org/10.22146/ijcn.17773.

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Background: Childhood is the period of rapid growth and development. Various aspects can affect problems in growth and development such as genetics, natural environment, and social economic status of the family, nutrition status, social and cultural environment. Inappropriate food intake can cause malnutrition in children, both undernourishment and over nourishment (obesity). Obesity is not good for the process of child growth and development because it distorts the process of metabolism and bring risks for cardiovascular diseases.Objective: To identify gross motor ability of obese elementary school students at Yogyakarta Municipality and evaluate motor ability of elementary school students based on degree of obesity.Method: The study was observational with cross sectional design. Subject of the study were 158 obese elementary school students at Yogyakarta Municipality. Subjects were screened and tested using fat caliper and their height and weight were measured. If they belonged to obese their gross motor ability was tested comprising throwing with target, flexibility long jump standing, squatting, push up, balance and speed running. Data were analyzed using Spearman correlation at CI95% (p<0.05).Result: Gross motor ability of children has negative correlation with obesity (r = -0,465), so children with heavy obesity rho have the bad gross motor ability. However there was no relationship between ability of flexibility, standing long jump, balance, and speed running the mobility (sig > 0,05).Conclusion: Child which progressively obesity will have a lower gross motor ability.

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Williams, Jacqueline, Patrick R. Thomas, Paul Maruff und Peter H. Wilson. „The link between motor impairment level and motor imagery ability in children with developmental coordination disorder“. Human Movement Science 27, Nr. 2 (April 2008): 270–85. http://dx.doi.org/10.1016/j.humov.2008.02.008.

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Rosenblum, Sara. „Do motor ability and handwriting kinematic measures predict organizational ability among children with Developmental Coordination Disorders?“ Human Movement Science 43 (Oktober 2015): 201–15. http://dx.doi.org/10.1016/j.humov.2015.03.014.

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Aisyah, Siti Yani, und Fitriyani Solihat Solihat. „MENINGKATKAN KEMAHIRAN MOTORIK KASAR ANAK PRA SEKOLAH DI RA BAITUSSALAM CIMAHI MELALUI BERMAIN ANGKLUNG“. CERIA (Cerdas Energik Responsif Inovatif Adaptif) 2, Nr. 2 (20.04.2019): 23. http://dx.doi.org/10.22460/ceria.v2i2.p23-28.

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Abstract Learning activities in kindergartens was implemented through play activities. In carrying out the principle of learning in kindergarten there is a lot of learning strategies that can be use, one of them with "playing music". Play music including art activity for children kindergarten. When performing musical activities children can play several musical instruments as appropriate for kindergarten one IE tool music angklung. By playing the music will help the child express his feelings and creativity. For that team of researchers tried to find out the extent to which the strategy of playing the angklung can improve motor ability of abusive children. As for this research aims at: 1) to find out the capabilities of early motor rough early childhood. 2) know the planning play angklung. 3) know the process execution play angklung. 4) to find out the results of implementation of playing the angklung.The method used is the class action Research (PTK). This research was conducted in one of the kindergartens that are located in the village Setiamanah in the city of Cimahi. The research results obtained data about 1) process of learning by playing angklung can improve motor rough early childhood. 2) Impact strategy play angklung against rough motor ability of children. 3) factors that support and hinder the ability of motor rough early childhood with play angklung. The recommendations of this study are: 1) for the school, the need for the provision of the infrastructure used to support the motor ability of the rough early childhood. 2) For Educators to know the use of musical instruments in developing motor abilities angklung rough early childhood. 3) For instances of the Builder, as a reference about the strategy of playing the angklung motor ability in developing a rough early childhood. From the results of the study in this class Action was concluded that by playing angklung is a strategy that can be used to enhance the ability of a rough early childhood motor.

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Sabiilaa, Syauqinaa, Andy M. A. Hariandja und Abdurahman B. B. Laksono. „The Effect of Motor Skill Training Program on Activity of Daily Living in Children with Developmental Coordination Disorder“. Jurnal Ilmu dan Teknologi Kesehatan 10, Nr. 1 (28.09.2022): 1–13. http://dx.doi.org/10.32668/jitek.v10i1.934.

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The incidence of children with developmental coordination disorder (DCD) is about 5% to 6% in school-age with 1.7 to 2.8 times more likely to occur in boys than girls. Difficulties in all motor activities, including activities daily living (ADL) are experienced by children with DCD. Motor skill training (MST) which a task-oriented based on basic motor abilities is highly recommended to improve motor achievement and execution of specific motor functions in children with DCD. The purpose of this study was to determine the effect of MST in increasing ADL ability in children with DCD. This research used pre-experimental study with 'the one group pretest-posttest design'. Ten children were selected as respondents to observe their ADL ability using DCDDaily before and after being given MST. The result of statistical analysis showed significant change in the total ADL score before and after being given MST (mean difference 13.95, p-value 0.001), with mean difference of total score before and after 15.9 (p-value 0.001) and mean difference of total score quality before and after 8.4 (p-value 0.005). The conclusion of this research is motor skill training can help improve ADL abilities in children with DCD.

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Knežević, Dora. „Motor abilities of children with childhood apraxia of speech“. Hrvatska revija za rehabilitacijska istraživanja 58, Nr. 2 (22.12.2022): 81–91. http://dx.doi.org/10.31299/hrri.58.2.5.

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Previous studies on fine and gross motor skills of children with childhood apraxia of speech (CAS) have reported inconclusive results. In this study, we investigate the motor abilities of children with CAS by focusing on three distinct motor factors: control during movement, fine motor skills/handwriting, and general coordination. Participants included 25 children with CAS and 20 age-matched typically developing (TD) children between the ages of 5 and 7 years. Motor abilities were evaluated using a parent questionnaire - the Croatian version of The Developmental Coordination Disorder Questionnaire (DCDQ-HR). Compared to age-matched TD children, those with CAS showed significantly poorer overall motor ability based on the DCDQ-HR, as well as on all three motor factors: control during movement, fine motor skills/handwriting, and general coordination. Even though their results were worse than TD children, they were still within the range that indicates normal motor abilities. Among the three motor factors considered, children with CAS exhibited significant problems with fine motor skills/handwriting. Children with CAS may not be categorised as children with motor deficits, but they exhibit poor overall motor abilities, especially fine motor skills, compared to TD children. This study supports the premise that co-occurring language impairment is an important variable to consider when discussing motor abilities in CAS.

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Hauck, Janet L., und Isabella T. Felzer-Kim. „Time Spent in Sedentary Activity Is Related to Gross Motor Ability During the Second Year of Life“. Perceptual and Motor Skills 126, Nr. 5 (19.06.2019): 753–63. http://dx.doi.org/10.1177/0031512519858261.

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Sedentary activity occupies a substantial amount of time during early childhood, with these habits influenced by changing trends in screen time for very young children. Among school-aged children, motor ability is inversely related to sedentary activity. However, the concept of sedentary activity is rarely investigated in toddlers, and thus little is known concerning its relationship with motor development during this rapidly changing and early period of life. Among two groups of toddlers, aged 18 months ( N = 26) and aged 24 months ( N = 16), this study investigated cross-sectional correlations of motor development (Bayley Scales of Infant Development—III) with daily sedentary activity (accelerometers). In both groups, gross motor ability, but not fine motor ability, was inversely correlated with time spent in sedentary activity. At 18 months, gross motor raw scores inversely correlated significantly with time in sedentary activity ( r = −.533, p < .001) but fine motor raw scores did not ( r = .182, p = .441). Also, at 24 months, gross motor raw scores inversely correlated with time in sedentary activity ( r = −.563, p = .029), while fine motor raw scores did not ( r = −.112, p = .425). These findings add important missing knowledge to the empirical literature regarding sedentary activity in toddlers and its relationship to emerging motor development. Future work might investigate best practices for measuring sedentary activity in this age-group and mechanisms behind its relationship with gross motor skills.

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Kashefimehr, Babak, Meral Huri, Hulya Kayihan und Naser Havaei. „The relationship between the sensory processing and occupational motor skills of children with autism spectrum disorder“. International Journal of Therapy and Rehabilitation 28, Nr. 4 (02.04.2021): 1–8. http://dx.doi.org/10.12968/ijtr.2019.0137.

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Background/Aims Motor skills difficulties may affect participation and communication in children with autism. Sensory processing problems are well-known problems in children with autism, so sensory processing could be important to predicate motor skills. The aim of this study was to examine the relationship between sensory processing and occupational motor skills and the ability to predict motor skill performances using sensory abilities. Methods A total of 31 children with autism participated in the study. The Sensory Profile questionnaire and Short Child Occupational Profile tool were used to assess the sensory ability and occupational motor skills of the children (boys=90.3%; mean age=5.45 years ± 1.73 years). The backward method of correlation coefficient analysis, multiple linear regression analysis, and multiple regressions were used for statistical analysis. Results There was a significant relationship between occupational motor skills and sensory processing capabilities of children. The regression prediction equation was statistically significant in all sections of sensory processing except for oral processing (F (6.24)=4.46, P=0.004), with a value of R2=0.527 and R2Adj=0.409. Modelling motor skills based on sensory processing capabilities of children showed that the regression prediction equation was statistically significant (F (2.28) =11.87, P<0.001); with the value of R2=0.459 and R2Adj=0.420. In the final model, the factors of auditory processing and multi-sensory were found effective in children's motor skills (P<0.05). Conclusions Sensory processing is related to occupational motor skills and can help to predict occupational motor skill issues of children with autism spectrum disorder. This could be helpful to develop appropriate treatments to improve the functional motor skills of children with autism.

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Winarsih, Yayuk, Yanti Komala, Epah Maspupah und Sri Watini. „Implementation of The ATIK Model to Improve Gross Motoric Ability Bakiak Games in TKIT Nurussunnah Batam“. Journal Of Education And Teaching Learning (JETL) 5, Nr. 1 (30.01.2023): 81–90. http://dx.doi.org/10.51178/jetl.v5i1.1069.

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Play activities are fun activities in the PAUD unit, because they are part of motor development for children that must be properly stimulated. One way to stimulate children's motor skills is through various kinds of games, one of which is the traditional bakiak game. This study aims to describe the increase in children's gross motor skills, especially coordination of eye and leg movements, body with balance, and agility and leg strength in group B children at TKIT Nurussunnah Batam through playing clogs. The benefits of this study are to improve children's gross motor skills through playing clogs according to the abilities of children, so that the ability to balance, and agility and leg strength can be properly stimulated. Teachers are required to develop creative and holistic learning models, especially in the learning process of children who have different characters and needs. One model of early childhood learning that is very well known is the ATIK model (Observe, Imitate and do). Early childhood in their learning growth starts from observations obtained from stimulation of the surrounding environment by using body sensing to observe and then imitate as a result of learning that is obtained to be further worked on by practicing playing bakiak with a team/group. This research was made using descriptive qualitative. The use of the ATIK model in playing bakiak activities at TKIT Nurussunnah Batam can improve children's abilities to develop gross motor skills.

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SPD, Achmadi, und Luthfiyyatul Lailiyyah. „PENGARUH PERMAINAN LOMPAT TALI TERHADAP KEMAMPUAN MOTORIK KASAR ANAK KELOMPOK B TK KARTIKA IV-9 RAIDER SURABAYA“. WAHANA 70, Nr. 1 (01.06.2018): 63–70. http://dx.doi.org/10.36456/wahana.v70i1.1570.

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This event in the research will be based by a lack of motor abilities of the children when they have movement activities such as climbing, running, jumping, and while walking on the boards. This problems are caused by the students just learn to read, to write, and to calculate every day. The problem solving in this research is â€œThe Game of Jump Rope has Good Effect to Increase of the Abilities Motor for the Children Group B in Kindergarten Kartika IV-9 Raider Surabayaâ€. The type of this research is quantitative research. The purpose of this research is to know how the game of jump rope can involve the motor abilities for early childhood in kindergarten Kartika IV-9 Raider Surabaya. This research uses a type of Posttest-Only Control Group Design. The total population are 30 children that consist of 15 students asthe control groups and 15 students as experimental groups.The result of this research is used by t-test analysis that the game of jump rope can influence of the motor abilitiesfor children. This evident is that before being given treatment some children have less robustfor motorâ€™s skill. However, after being given the treatment, the children developed theirgood motor abilities. The children can do the body movement smoothly. They have good body movement. They donâ€™t be afraid to try the jump and their bodyto be came powerful and balanced. Keywords: game of jump rope, motor ability.

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Ganapathy Sankar U und Monisha R. „Evaluation of Attention Towards Motor Task in Children with Developmental Co-Ordination Disorder- A Pilot Study“. International Journal of Research in Pharmaceutical Sciences 11, Nr. 4 (19.10.2020): 6428–31. http://dx.doi.org/10.26452/ijrps.v11i4.3435.

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Motor task execution capability again included in the writing task. The ability of the child to copy down the letters from the blackboard and the ability to listen to the dictated word and coordinate the writing task along with the listening task to complete the note-taking process. Lack of motor task execution capability will exclude the child from green land play. Playing demands attention skill as well as motor co-ordination. We aimed to compare the level of attention among children with and without DCD during their functional activities that demand motor performance. Ten children with and without DCD were included in the study. Their motor performance was assessed with the Movement Assessment Battery for Children (MABC), and a self-reported questionnaire evaluated attention during the tasks of the MABC. All children with DCD had higher MABC impairment scores and lower attention scores than their peers. It has been documented that children with DCD were less attentive to movements than their peers, and the positive reinforcement can modulate their performance by the parents or therapist.

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Goynazarov, Gayratjon. „DEVELOPMENT OF MOVEMENT QUALITIES IN CHILDREN“. European International Journal of Multidisciplinary Research and Management Studies 02, Nr. 04 (01.04.2022): 42–47. http://dx.doi.org/10.55640/eijmrms-02-04-10.

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The higher the intergenerational transmission of the signs of movement knowledge, the higher the advantage of the individual in realizing his motor potential in the context of specialized exercises. A young athlete may not be able to compensate for his or her genotypically limited capabilities under the same conditions or even after intense exercise with moderate hereditary performance and may not achieve great results in sports, but may show great ability in other areas of activity.

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